<p>Because of its immersive, interactive, and imagination, virtual reality technology has overcome the limitations of developing three-dimensional spatial memory skills in two-dimensional or near two-dimensional environments, thereby creating favorable conditions for enhancing learners’ spatial memory abilities. However, due to the inherent technical characteristics of VR, whether the spatial memory load of learners is really reduced in teaching practice is still a controversial issue. Accordingly, this paper attempts to explore the effect of VR teaching environments on the cultivation of spatial memory abilities using a controlled experimental &amp; questionnaire survey. First, assuming that VR technology can effectively promote spatial memory, a controlled experiment involving 113 participants was designed to observe the retention effect of learning by comparing constellation recognition in different environments, with the VR environment serving as the experimental group and the 2D and 3D environments as the comparison groups. Second, a questionnaire survey on the effectiveness of teaching based on a VR environment was analyzed, focusing on five dimensions of attention, motivation, perceived learning effectiveness, reflective thinking, and usability, and 102 copies were distributed. The results of the data analysis of the two groups indicated that the score of the spatial memory ability test of the VR learning group was better than that of the other two groups. The learners were also positive about the VR teaching method, with female participants reporting higher levels of perceived applicability than male participants. These findings indicate that the VR environment is conducive to developing spatial memory ability, as reflected in learners’ improved efficiency in solving spatial memory problems and heightened learning enthusiasm.</p>